Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview
|
|
- Easter Gordon
- 8 years ago
- Views:
Transcription
1 University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially within the core modules in six of the eight disciplinary divisions of the Business School, but sharing experiences across the whole Business School over the duration of the project. This will establish models for transformational change across a single faculty within a new university (post-1992). The Caledonian Business School also has a special interest in developing the use of an interactive business simulation or game for students studying core modules. The purpose is to develop students problem-solving and decision-making skills in authentic contexts and to provide enhanced feedback. Level 1 Core Module: Managerial Finance: The Managerial Finance module is a foundation module for non-accountancy students (c. 800) who have an accounting component in their programme. Level 1 Core Module: Marketing Fundamentals: Marketing Fundamentals is a level 1 module with c900 students over 2 semesters. Forty percent of the summative assessment is in the form of a multiple choice question (MCQ) exam. Level 1 Core Module: Economics, Markets and Enterprise: Economics, Markets and Enterprise is a level 1 core module in the Caledonian Business School (CBS) and is taken by 500 students from a wide range of programmes. Phase 1 pilot 2005/6 Intervention Business Management is a level 3 business management module for students undertaking the Optometric Dispensing Diploma BSC. It is a small class with the traditional assessment structured split between one coursework assignment activity (50% of grade weighting) and end of term exam (50%).: Managerial Finance: 10 on-line weekly assessments which had been used previously for formative assessment purposes were converted to low stakes assessment (quizzes). The move from formative and summative assessment was undertaken due to the disappointing participation rates which occurred in previous sessions. The introduction of this initiative led to full engagement by students given that their efforts within the assessment now contribute to their overall aggregate grade. Marketing Fundamentals: Previous optical scanning of paper submissions had been found to be inaccurate, and manual marking was time consuming. An MCQ exam was implemented online through the Blackboard virtual learning environment in January 2006 and again in May On evaluation, students responded very positively to taking the exam online and particularly liked receiving their marks immediately. Economics, Markets and Enterprise: In order to enliven and contextualise the topic, online quizzes, web-based resources and podcasts of lectures had already been developed by the tutor. These additional resources were not fully used by all students however, and some still had difficulty with basic economic concepts. One way of addressing this issue was to employ the use of electronic voting systems in large lectures. Perceived benefits for students included increased levels of formative feedback and a deeper understanding of key economic concepts through more engagement. GCU Caledonian Business School Business Management Page 1 of 8
2 Drivers for change Phase 2 pilot 2006/7 Intervention Glasgow Caledonian university business school undergraduate provision operates within a framework of programmes and core modules taken by all the students (7 or 800) In some cases, this is split over 2 semesters, in others all of the students take the modume in either semester A or B. The lecture theatres can accommodate 500 students only theatre meaning that lectures have to be repeated. Despite the phase 1 interventions, staff noted that the because of the large numbers of students in each lecture the mode of delivery has been somewhat transmissive meaning that the lectures themselves have been problematic. In practice, it was extremely difficult to be interactive with up to 500 students in lectures. Allied to that, there were attendance issues, which had been a problem for a number of years. All of the previous interventions had happened in line with the VLE (Blackboard) being adopted across the university and particularly with the business school because they were the first to adopt it. Since much of the teaching material had been posted on to the VLE there was a perception that students were not attending because they could access the learning materials on-line i.e. either lecture web notes or PowerPoint slides and viewed these as being a substitute for attending the lecture. There was little opportunity for formative feedback in the traditional format and the main problems have been low levels of student engagement, low grades and heavy marking schedules During the session, electronic voting systems (Interwrite PRS) have been introduced into lectures in order to engage students in more active learning in order to focus their attention and deepen their learning experience with the added benefit of being able to monitor attendance. Radio frequency personal voting system handsets were used in all of the modules with the primary aim of providing increased opportunity for self-reflection and peer feedback. The aim of intervention here was to increase student engagement and confidence through promoting greater independence and collaboration on assignments and ultimately to embed a system that will lead to efficiencies in terms of assessment marking time. The focus is on gaining process measures though self and peer-assessment and social construction. Methods included the introduction of an electronic voting system in lectures and as an integral part of group presentations. The assessment structure was altered through the introduction of self/peer assessed PowerPoint presentations. This shifted 20% of the assessment weighting towards the presentation from the course assignment, reducing it to 30%, while the end of term exam remained at 50%. EMPOWERMENT NICOL S 7 PRINCIPLES OF GOOD ASSESSMENT DESIGN Principle 1 (clarify criteria) Activities 1) By designing their own presentations, students had an opportunity to set their own criteria and standards. 2) Students were given a small group task in wk 3 or 4 of the course and were instructed about it at the start of the course. Criteria for presentations was primarily derived from formative feedback from a practice presentation. During this practice session, there was no use of EVS or PowerPoint, however it helped to set the parameters of the assessed presentations. 3) Students were encouraged to critique their peers performances, with criteria provided through verbal tutor prompts at the end of the session, although formal criteria sheets were not provided in order to encourage the students to have to think on their own about what objectives and standards they believed to be important as performance indicators. 4) The generic tutor feedback available in the Blackboard VLE system sets a standard against which students could assess their performance 5) Students could view the class response to EVS questions during the lecture slot or at any time using the Blackboard system, which the EVS responses and graphs are posted on. This enabled them to draw direct comparisons on their own performance against that of their peers, providing a framework for good performance. GCU Caledonian Business School Business Management Page 2 of 8
3 Principle 2 (self-assess, reflect) 1) Increased self-reflection through access to class responses and through discussion. Students had increased opportunities to reflect on their learning through EVS prompted discussion and from being able to access other students responses, which they could compare to their own. 2) Increased opportunity to grade own work through EVS link to Blackboard. Since the EVS responses are sent to the VLE Blackboard system, students could pose themselves the questions from the lectures, attempt to answer them and then compare their answers with the correct responses as well as with the class response. This provided them with an opportunity to be able to grade their own responses in their own time. 3) Increased opportunity to generate explanations and increase self-assessment through debate. Since many of the course leaders have chosen to use the EVS to facilitate debate or discussion, students have an opportunity to generate and defend their own explanations, which enables them to self-assess their responses and knowledge compared to both peer responses and tutor guidance. 1) Students were able to gain autonomy through designing their own group PowerPoint presentations and EVS questions to support it. 2) Students were encouraged to incorporate their own personal examples into the presentations and were encouraged to think as independent business students rather than simply as optometric dispensing students 3) Students engaged in self-appraisal after the presentations Principle 3 (tutor feedback) Principle 4 (peer feedback) 1) Blackboard has generally facilitated the delivery of generic feedback on assignments while EVS is useful for frequent, immediate formative feedback on lecture content. 2) The Blackboard system is available for generic feedback from throughout and outside of the campus, while personal feedback can be accessed through tutors by within the extensive computing facilities or from a computer off campus. 1) Students received more positive, constructive written feedback on coursework than in the traditional format. 2) Students were able to access and act on generic formative feedback posted on the Blackboard VLE system after assessments 3) Students worked together collaboratively to pool information, thus increasing the quality of knowledge obtained 1) Increased peer discussion, peer assessment & formative feedback through electronic handset voting. Ambiguous style EVS MCQs were particularly useful for promoting peer discussion and debate among students. The anonymity provided by the EVS appeared to engender confidence in the students to offer their opinion and engage more in peer dialogue. The EVS system has been used by most of the course leaders to promote increased peer discussion and formative feedback. 2) Increased formative peer feedback on specific answers. Managerial Finance students experienced multiple choice questions used to encourage students to discuss incorrect answers during the lecture, thus providing students with an opportunity to give and receive peer formative feedback on their specific answers. 1) Students engaged in peer discussion in their presentation study groups and were encouraged to form independent study groups 2) Students engaged in peer and tutor dialogue during the critique opportunities after the presentation assignments 3) Students took part in discussion during lectures prompted by the EVS questions. GCU Caledonian Business School Business Management Page 3 of 8
4 Principle 5 (motivation) Principle 6 (close feedback loop) 1) Students were motivated to learn by having more control in the learning design process of the group presentations 2) In the course of viewing their peers giving presentations, students in the audience role had the opportunity to vote with the electronic handsets at the beginning of the session on their self-assessed level of confidence in their knowledge of the presentation content and then again at the end of the presentation. This enabled them to see over a short period of time, a concrete increase in their knowledge and confidence, which could boost their selfesteem. 1) Marketing students were asked a question at the beginning of the lecture that was repeated near the end of the lecture, so that again they would be prompted to attend to and engage with the lecture content. Following the initial response, the student results were graphically displayed so that they could compare their own responses with that of their peers. Peer discussion was then generated from the responses. After the question had been resubmitted, the student responses were again displayed so that the change in class responses could be compared. For these students, EVS was also used as a revision tool at the end of each lecture and each lecture block, using both MCQs and true/false formats and the questions were related to website pointers for further study aids. Tying video and lecture material to EVS questions, encouraging peer discussion. Revision questions at end of each lecture and block can be useful if structured well for the right kind of subject. Managerial Finance students were presented with past paper exam style EVS questions, which served both as a wake-up call and to provide them with the opportunity of some exam technique practice. There was some inter-module staff consensus that ambiguous MCQ style EVS questions were particularly useful in promoting peer discussion and debate where self-reflection and assessment are required. 1) By designing their own assignment and setting their own EVS questions, students had an opportunity to close the gap between learning and performance by learning to think more like a teacher than simply from the view of a learner. 2) Students could use the practice opportunities available before the presentation sessions and MCQ practice sessions to help to enhance congruence between learning and performance. 3) Since the group presentations topics were congruent with 3 of the exam question topics, the learning outcomes of students having engaged with this task provided a significant opportunity for them to link feedback into subsequent assessment. GCU Caledonian Business School Business Management Page 4 of 8
5 Principle 7 (shape teaching) 1) Increased opportunity for staff to receive feedback in order to shape lecture content. Staff, particularly from the managerial finance module, highlighted that EVS was useful as diagnostic tool in order to shape lecture content and to gain some insight to the students comprehension in general. While not quite at a Just in Time lecture level, can go over information about students misconceptions and cover it in next lecture. Questions were included as a consequence of lecture delivery and thus were material driven rather than technology driven 2) Staff recommended that the lecture content be manipulated around the EVS questions rather than them being tagged on to existing material. This way, tutors can use them when they required or are most productive for learning without having to compromise their lecture material. 3) The EVS was considered by staff to be very useful in some cases as a diagnostic tool, providing student feedback to staff in order to facilitate staff action in shaping the lecture content in a more educationally targeted approach. 4) EVS responses can be monitored in some modules/classes but it cannot be used diagnostically in all instances since it is often best used with ambiguous questions, thus cannot provide information correct or incorrect data. However, if tit is used to promote discussion, this in itself can inform the lecturer of the level of content understanding. 5) Although tutor to tutor feedback at the moment relies on direct communication, there has been significant interest among staff in developing an feedback template that can be distributed throughout staff on the module or between modules to maximise continuity and efficiency of targeted content delivery. ENGAGEMENT GIBBS & SIMPSON S 4 CONDITIONS OF TIME & EFFORT ON TASK Condition 1 (in and out of class) Condition 2 (spread evenly) 1) Students provided feedback to staff through EVS responses and class discussion, which has shaped the lecture content focus more towards application of theory than theory alone. 1) Increased access to generic feedback campus wide & beyond. Students had the opportunity to communicate with each other throughout the campus and from outside using the Blackboard VLE system. The specific redesign issues this year have added an extra dimension to this facility by using it to deliver class EVS responses, thereby providing tutor and peer feedback that is available from anywhere in or out of the campus. 1) Although there were only two assessed tasks as well as the final exam, students were enabled to have sufficient opportunity to achieve a regular study routine because of the spread of the presentation task 2) Students also had two formal opportunities over the module duration for self and peer critique on assessment in the course of presentations and practice sessions. 1) Students were required from week 4 of the course until their presentations near the end of the semester to engage in the task by adopting a specific role within the team. They had to fill in weekly activity sheets that recorded their efforts and contributions to the collaborative task for that week, thus ensuring that each student allocated the appropriate amount of time and effort to the most important aspects of the task. GCU Caledonian Business School Business Management Page 5 of 8
6 OUTCOMES Condition 3 (deep not surface) Condition 4 (high expectations Efficiencies 1) Deep learning was promoted through reinforcement of concepts by presentation of EVS questions, cues and testing. 2) Course leaders have adopted several different formats for EVS use. The most effective ones include examples from students in the Economics, Marketing and Enterprise module for whom a theme was identified at the beginning of the lecture. They were then asked some MCQ style questions later on so that during the lecture, the students had to look for cues. This helped to keep their attention and promote a deeper engagement with the lecture material. They were also asked several iterations of one EVS question, which helped to facilitate a deeper understanding on the students behalf through the requirement of increased reflection of the content. Some lectures, were linked to multimedia resources, such as videos in order to quickly illustrate concepts. Cues were then presented during the lecture, again with EVS questions at the end. Contrasting the video scenario with the lecture concepts helped to promote a deeper approach to student reflection about the content. 1) There was an improvement in the quality of learning by students being abler to bring key aspects alive by making the information relevant to real world experiences. This encouraged higher level thinking and application to theory. 1) Students could effectively communicate to each other clear and high expectations of the roles and standards that each was required to have in the team process for the presentation assignments by working closely together and formulating their own criteria. 2) Students had an opportunity to gain knowledge of tutor expectations during the lecture discussions prompted by EVS responses 3) The demands on the students to design their own EVS questions and work collaboratively conveyed the high expectations of the course leader on their efforts. 1) The main efficiency has been in terms of the student learning gains, which may potentially increase retention and progression rates. 1) Although there have been no specific savings made in this semester with regard to staff time or costs, the long-term aim is that once the pedagogical principles have been successfully embedded in the teaching practice, the EVS resources could be used for assessed exercises in order to reduce marking time. GCU Caledonian Business School Business Management Page 6 of 8
7 Informal Learning Gains Anecdotal evidence from staff focus group. 1) There was a feeling among staff that students appeared to significantly benefit from being able to see their peer s responses and receive immediate feedback. 2) Increased tutor engagement. Students appeared to engage better with the tutor through increased opportunities for open discussion 3) Increased peer engagement. Students appeared to engage better with the peers through increased open discussion arising from EVS use 4) Increased lecture material engagement. Students appeared to engage better with the material through increased opportunities for reflection, discussion and peer response comparison 5) Increased enjoyment of lectures. Outcomes of discussion with seminar students suggested that they did generally enjoy the experience although there was a feeling that this may have been particularly the case for the less able students, while the more successful students seemed to become a little more agitated by technical problems and any loss of lecture material as a result. 6) Increased understanding of core concepts. There was a perception among the staff that the use of EVS appears to has deepened understanding of concepts through increased opportunity for discussion and reflection and in some cases where for example several iterations of a single question have been posed, the students are taken beyond a superficial analysis by having to think about alternative perspectives, and layers to a problem. Quantitative evidence from staff & student questionnaires revealed that using the EVS in lectures 1) Increased student understanding of course content - staff (66%) students (65%) 2) Increased student concentration in lectures staff (66%) students (76%) 3) Increased student interest in lecture content staff (67%) students (60%) 4) Increased the opportunity for staff to gain feedback from students about their understanding staff (100%) students (90%) 5) Increased student engagement with staff staff (100%) students (79%) 6) Increased student engagement with peers staff (83%) students (56%) 7) Had been beneficial to students learning staff (100%) students (84%) Qualitative post measures from student interviews revealed that students felt that the introduction of the PowerPoint presentations and EVS had 1) Increased course enjoyment 2) Increased engagement with staff, peers and learning material 3) Increased motivation 4) Increased confidence 5) Resulted in a deeper learning approach Formal Learning Gains Quantitative evidence from student class questionnaires (11 students) revealed that using EVS in lectures 1) Increased opportunities for staff to gain feedback of student understanding (100%) 2) Increased students concentration and interest in lectures (73%) 3) Increased student engagement with staff (100%) 4) Increased confidence (73%) 5) Increased enjoyment (100%) 6) Increased learning (81%) GCU Caledonian Business School Business Management Page 7 of 8
8 GCU Caledonian Business School Business Management Page 8 of 8
Assessment and feedback principles - draft for consultation
Assessment and feedback principles - draft for consultation 1 Purpose The purpose of the attached discussion paper is to invite members of Faculty Teaching and Learning Committee to consider whether the
More informationARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION. Awaiting APM Accreditation
ARDEN UNIVERSITY QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION 1. Target Award MSc Project Management 2. Programme Title MSc Project Management 3. Exit Awards PG Diploma in Project Management
More informationDoes self-reflection improve learning autonomy and student satisfaction with feedback?
Self-reflection as a tool in improving student satisfaction with feedback? Jarka Glassey School of Chemical Engineering and Advanced Materials, Newcastle University SUMMARY Project Aims Dimensions of this
More informationMode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site
PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate
More information2015 2016 one year courses digital image creation for luxury brands
2015 2016 one year courses digital image creation for luxury brands undergraduate programmes one year course digital image creation for luxury brands 02 Brief descriptive summary Over the past 78 years
More informationCleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1
Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range
More informationUsing online assessments to enhance student engagement with biological psychology
Using online assessments to enhance student engagement with biological psychology Dr Lucy Annett, Dr Sue Anthony & Dr Stefanie Schmeer School of Psychology, University of Hertfordshire, College Lane, Hatfield,
More informationQUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION
QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION 1. Target Award MSc Data Analytics and Marketing 2. Programme Title MSc Data Analytics and Marketing 3. Exit Awards PG Diploma Data Analytics and
More informationPROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. Any special criteria Accounting, Accountability MSc. value Equivalent. Credit.
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MSc Accounting, Accountability & Financial Management 2. Final award Award Title Credit value ECTS Equivalent
More informationPROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MSc Accounting, Accountability & Financial Management For undergraduate programmes only Single honours Joint
More informationProgramme Specification: MA Education: Leadership, Management and Change
Programme Specification and Curriculum Map Programme Specification: MA Education: Leadership, Management and Change 1. Awarding institution Middlesex University 2. Teaching institution Middlesex University
More informationDeveloping Higher Level Skills in Mathematical Modelling and Problem Solving Project. Kevin Golden. Department of Engineering Design and Mathematics
Abstract Developing Higher Level Skills in Mathematical Modelling and Problem Solving Project Kevin Golden Department of Engineering Design and Mathematics University of the West of England, Bristol In
More information2014 2015 one year courses cosmetic and fragrance marketing & management
2014 2015 one year courses cosmetic and fragrance marketing & management undergraduate programmes one year course cosmetic and fragrance marketing & management 02 Brief descriptive summary Over the past
More informationProgramme Duration Full-Time: 3 Years, Part-Time: 5 Years, Sandwich Thick: 4 Years. All LJMU programmes are delivered and assessed in English
PROGRAMME SPECIFICATION Bachelor of Arts with Honours in Events Management Awarding institution Teaching institution UCAS Code JACS Code Liverpool John Moores University LIVERPOOL JOHN MOORES UNIVERSITY
More informationAssessment: Feedback to promote student learning
Assessment: Feedback to promote student learning Teaching Development Wāhanga Whakapakari Ako Dorothy Spiller Teaching Development Wāhanga Whakapakari Ako February 2009 Assessment-Feedback to Promote Learning
More informationProgramme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing
Programme Specification Graduate Diploma in Professional and Clinical Veterinary Nursing 17 1. Awarding institution The Royal Veterinary College 2. Teaching institution The Royal Veterinary College (University
More informationUNDERGRADUATE PROGRAMME SPECIFICATION
UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: JACS Code: Recognised by:
More informationAssessment and Instruction: Two Sides of the Same Coin.
Assessment and Instruction: Two Sides of the Same Coin. Abstract: In this paper we describe our research and development efforts to integrate assessment and instruction in ways that provide immediate feedback
More informationThe use of design and problem solving with Foundation Year students
The use of design and problem solving with Foundation Year students Dr Roger Penlington School of Engineering and Technology, Northumbria University, UK ABSTRACT The Foundation Year serves to prepare a
More informationProgramme Specification May 2012
Faculty of Business Computing and Law Programme Specification May 2012 MSc Accounting and Finance Valid from September 2012 JACS code N400/N300 Programme code Valid for delivery at University of Derby
More informationCourse Specification MSc Information Management 2016-17 (INMAM)
LEEDS BECKETT UNIVERSITY Course Specification MSc Information Management 2016-17 (INMAM) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications
More informationBSc (Hons) Business Management with Finance
Programme Handbook September 2015 1 CONTENTS PROGRAMME INTRODUCTION... 6 STAGE ONE - CERTIFICATE OF HIGHER EDUCATION (BUSINESS STUDIES)... 10 STAGE TWO - DIPLOMA OF HIGHER EDUCATION (BUSINESS STUDIES)...
More informationApplication for a Teaching Award in the Sustained Excellence category Dr Jennifer McGaughey, School of Nursing and Midwifery
Application for a Teaching Award in the Sustained Excellence category Dr Jennifer McGaughey, School of Nursing and Midwifery 1. PREVIOUS TEACHING AWARDS (200 words maximum) If you have ever previously
More informationAwarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London
PROGRAMME SPECIFICATION MA Education and Technology Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final
More informationUniversity of Strathclyde: Department of Psychology. Basic Psychology. A REAP project case study June 2006. About the class: Drivers for change:
University of Strathclyde: Department of Psychology Basic Psychology A REAP project case study June 2006 About the class: Basic Psychology is a first year class, running over two semesters with typically
More informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationHenley Business School at Univ of Reading. Post-Experience Postgraduate Programmes
MBA (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme Director:
More informationPost-graduate Programmes in Construction. Chartered Institute of Building; Royal Institution of Chartered Surveyors
MSc Construction Management (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
More informationHonours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationMain Author: Contributing Authors:
Main Author: Amy Roche, Instructional Designer Contributing Authors: Tricia Clark, Instructional Technologist Mary Ann Mengel, Multimedia Specialist John Shank, Director for the Center for Learning & Teaching
More informationQAA Subject Benchmarking Group: Business and Management (2007)
MSc in Facilities Management (for External Students) For students entering in 2012 Awarding Institution: The University of Reading Teaching Institution: The College of Estate Management QAA Subject Benchmarking
More informationHow To Complete An Msc Logistics Management Degree Programme At The University Of Lincoln
Programme Specification Title: Logistics Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To
More informationProgramme Specification (Postgraduate) Date amended: March 2015
Programme Specification (Postgraduate) Date amended: March 2015 1. Programme Title(s): Postgraduate Certificate - Quarry Management and Operations (Company specific) 2. Awarding body or institution: University
More informationCourse Specification MSc Accounting 2016-17 (MSACT)
LEEDS BECKETT UNIVERSITY Course Specification MSc Accounting 2016-17 (MSACT) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are
More informationStrengthening the Role of Part-Time Faculty in Community Colleges
Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:
More informationProgramme Advisor: Post-experience Postgraduate Programmes
Flexible Executive MBA (Henley based) (part-time) For students entering in 2013/4 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date
More informationEvaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby
Evaluation of an Applied Psychology Online Degree Maggie Gale, University of Derby Summary An online questionnaire survey was used to explore the learning experiences of 29 students studying for a unique
More informationCourse Specification. MSc Audio Engineering 2016-17 (MSADE) www.leedsbeckett.ac.uk LEEDS BECKETT UNIVERSITY
LEEDS BECKETT UNIVERSITY Course Specification MSc Audio Engineering 2016-17 (MSADE) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications
More informationCourse outline. Code: EDU101 Title: Human Development and Learning
Course outline Code: EDU101 Title: Human Development and Learning Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2015 Course Coordinator: Associate Professor
More information2015 2016 preparatory courses design pre-master s
2015 2016 preparatory courses design pre-master s postgraduate programmes preparatory course design pre-master s 02 Brief descriptive summary Over the past 78 years this course at Istituto Marangoni has
More informationAwarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London
PROGRAMME SPECIFICATION MSc Psychology of Education Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Details of accreditation
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationBy engaging successfully with this module a student will be able to
MODULE DESCRIPTOR TITLE FORENSIC ACCOUNTING TECHNIQUES SI MODULE CODE 44-6936-00L CREDITS 20 LEVEL 6 JACS CODE N400 - Accounting SUBJECT GROUP FINANCIAL ACCOUNTING & MANAGEMENT ACCOUNTING - SBS DEPARTMENT
More informationAll LJMU programmes are delivered and assessed in English
PROGRAMME SPECIFICATION Bachelor of Arts with Honours in Business Management Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark statement
More informationAssessment In ODL. (Handouts)
Assessment In ODL (Handouts) Handout 1 MODES OF ASSESSMENT Matching Exercise 1. This kind of assessment is administered during instruction to find out which learning outcomes learners are handling or which
More informationGonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014
Gonzaga University Virtual Campus Ignatian Pedagogical Approach Design Portfolio (IPA) Updated: October 15, 2014 Course Title: Course Number: Faculty Name: Course Date: Course Type course description here.
More informationStudent Preferences for Learning College Algebra in a Web Enhanced Environment
Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important
More informationBirmingham City University Faculty of Computing, Engineering and the Built Environment. Undergraduate Programme. Programme Specification
Birmingham City University Faculty of Computing, Engineering and the Built Environment Undergraduate Programme BSc (Hons) Digital Media Technology Date of Course Approval/Review Version Number Version
More informationEconomics and Business Management. BA Programme Handbook 2015 2016
Economics and Business Management BA Programme Handbook 2015 2016 Contents The Degree Programme: Aims, Objectives and Outcomes The Degree Programme Structure The Degree Programme Regulations Strategies
More informationDesigning e-assessment in Massive Online Courses
20115th International Conference on Distance Learning and Education IPCSIT vol.12 (2011) (2011) IACSIT Press, Singapore Designing e-assessment in Massive Online Courses K. P. Hewagamage 1, Hakim Usoof
More informationQuality Matters Online Course Development and Guidelines
Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development
More informationGRADUATE CERTIFICATE / GRADUATE DIPLOMA IN PSYCHOLOGY
BIRMINGHAM CITY UNIVERSITY GRADUATE CERTIFICATE / GRADUATE DIPLOMA IN PSYCHOLOGY Graduate Certificate in Psychology Page 2 Graduate Diploma in Psychology Page 22 BIRMINGHAM CITY UNIVERSITY GRADUATE CERTIFICATE
More informationBusiness and Management Masters Degree (MBA)
Business and Management Masters Degree (MBA) Module Specification Booklet Page 1 of 33 Contents Level 7 Modules... 3 Management: Principles and Practices... 4 Financial Decision Making... 6 Marketing Principals
More informationProgramme Director: Programme Advisor: Post-Experience Postgraduate Programmes
Executive MBA (Henley based) (part-time) For students entering in 2015/6 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
More informationPROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology
Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Valid from September 2012 www.derby.ac.uk/ehs 1 CONTENTS SECTION ONE: GENERAL INFORMATION...
More informationProgramme Specification
Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen
More informationProgramming and Coding. Draft Specification for Junior Cycle Short Course
Programming and Coding Draft Specification for Junior Cycle Short Course October 2013 Contents Introduction to junior cycle... 3 Rationale... 3 Aim... 4 Links... 4 Course Overview... 7 Expectations for
More informationGeneral Procedures for Developing an Online Course
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
More informationPROGRAMME SPECIFICATION Final. PGCert Criminology and Criminal Justice. Name of institution Host department Course status 1. SELECT 2. 3.
s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty Location of study/ campus Partner institution(s) MA
More informationBA (Hons) Air Transport with Commercial Pilot Training (Top-up)
PROGRAMME SPECIFICATION This Programme Specification is correct as of the date indicated; however, minor amendments may be made throughout the year and will be incorporated in the annual updating process.
More informationHome Economics Education
Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file
More informationTeaching With Sakai Innovation Award Course/Project Submission Form
1. Entrant Name(s) (last name/first name): Ling, Catherine 2. Contact Info: Teaching With Sakai Innovation Award Course/Project Submission Form 3. Affiliated Institution(s): Daniel K Inouye Graduate School
More informationQAA Subject Benchmarking Group: Business and Management (2007)
MSc in Facilities Management (for External Students) For students continuing in 2015 Awarding Institution: Teaching Institution: The University of Reading The College of Estate Management QAA Subject Benchmarking
More informationProgramme length: Date of specification: December 2008. CEM Board for the Undergraduate Courses Accreditation:
BSc Construction Management For students entering Level 1 in December 2008 UCAS code: N/A Awarding Institution: The University of Reading Teaching Institution: College of Estate Management Relevant QAA
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION Bachelor of Arts with Honours in Journalism Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark statement Programme
More informationDate of specification: January 2005
1 MSc Real Estate Appraisal (Flexible Masters Programme) Awarding Institution: Teaching Institution: Faculty of Economic and Social Sciences Programme Director: Board of Studies: Accreditation: The University
More informationProgramme Specification
Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen
More informationLOUGHBOROUGH UNIVERSITY
LOUGHBOROUGH UNIVERSITY Programme Specification Computer Science Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical
More informationProgramme Specification. BSc (Hons) Real Estate Management. Valid from: September 2012 Faculty of Technology, Design and Environment
Programme Specification BSc (Hons) Real Estate Management Valid from: September 2012 Faculty of Technology, Design and Environment SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and
More informationNew pedagogies and delivery models for developing open online courses for international students
Authors Li Yuan l.yuan@bolton.ac.uk Stephen Powell stephenp.powell@gmail.com CETIS (Centre for Educational Technology & Interoperability Standards), University of Bolton UK Hongliang Ma yangmahl@gmail.com
More informationCourse Specification
LEEDS BECKETT UNIVERSITY Course Specification MSc Sport and Exercise Science 2016-17 (SEMSC) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications
More informationBritish School of Commerce
British School of Commerce Programme Specification for the Cardiff Metropolitan University Master of Business Administration (MBA) Major Project Stage 1 Contents Page 1 Programme Aims and Objectives 3
More informationPROCEDURES RELATING TO THE USE OF THE MASSEY ONLINE SURVEY TOOL (MOST - http://ost.massey.ac.nz/ost)
Massey University Policy Guide PROCEDURES RELATING TO THE USE OF THE MASSEY ONLINE SURVEY TOOL (MOST - http://ost.massey.ac.nz/ost) Section Academic Contact Student Survey and Evaluation Unit Last Review
More informationTechnology Enhanced Learning Quality Framework 2012-15
Technology Enhanced Learning Quality Framework 2012-15 Contents Introduction 5 The 3E Framework explained 6 Examples The quality statements 9 Virtual Learning Environment 10 (Moodle) Course Design and
More informationProgramme Specification Postgraduate
Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme:
More informationProgramme Title: MSc/Diploma/Certificate in Advancing Nursing Practice
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc in Advancing Nursing Practice Awarding Institution: The University of Edinburgh Teaching Institution: The University of Edinburgh Programme accredited
More informationProgramme Specification for MSc Applied Sports Performance Analysis
PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited
More informationProgramme Specification. MSc Accounting. Valid from: September 2014 Faculty of Business
Programme Specification MSc Accounting Valid from: September 2014 Faculty of Business 1 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim
More informationEDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256
EDF 3214: Human Development and Learning Section 901 Meeting Time: Mondays from 5-9 Room: CPR 256 Instructor: Amanda Prive, M.A. Office Hours: By appointment only E-Mail: Aprive@mail.usf.edu Mailbox: EDU
More informationProgramme Specification
Programme Specification Title: Finance Final Award: Master of Business Administration (MBA) With Exit Awards at: Master of Business Administration (MBA) Postgraduate Diploma (PG Dip) Postgraduate Certificate
More informationLONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
More informationCourse Specification
LEEDS BECKETT UNIVERSITY Course Specification PG Cert English Language Teaching and Professional Practice 2015-16 (PCELT) Our courses undergo a process of review periodically, in addition to annual review
More informationPolicy on Surveying and Responding to Student Opinion
Policy on Surveying and Responding to Student Opinion Purpose and Scope 1. Newcastle University is committed to ensuring that students receive the highest quality experience whilst studying here. As students
More informationPROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology)
PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,
More informationPROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES)
PROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) 1. Award 2. Route Management (Health and
More informationUNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. Honours Subject Business Studies Major and Honours Subject Business Minor
SECTION B1 Programme Specifications UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION HONOURS SUBJECT TITLE: BSc Hons Business Studies with Specialisms Honours Subject Business Studies Major and Honours Subject
More informationProgramme Specification. MSc Supply Chain Improvement
College of Business Programme Specification MSc Supply Chain Improvement Valid from September 2012 JACS code Programme code Valid for delivery at N100, N200 MN1AL University of Derby (Kedleston Road and
More informationProgramme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games
Programme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games 1. Programme title BSc Honours Computing, Graphics and Games 2. Awarding institution Middlesex University 3. Teaching
More informationDemonstrating Understanding Rubrics and Scoring Guides
Demonstrating Understanding Rubrics and Scoring Guides Project-based learning demands a more progressive means of assessment where students can view learning as a process and use problem-solving strategies
More informationMSc Multimedia Systems and Communications Engineering. Programme Specification
MSc Multimedia Systems and Communications Engineering Programme Specification Introduction This Programme Specification is a concise summary of the main features of the MSc in Multimedia Systems and Communications
More information2014 2015 master s courses fashion photography
2014 2015 master s courses fashion photography postgraduate programmes master s course fashion photography 02 Brief Overview Brief Descriptive Summary These Master s courses admit students with prior knowledge
More informationHenley MBA by Flexible Learning For students entering in 2012/3. Relevant QAA subject Benchmarking group(s): Programme length:
Henley MBA by Flexible Learning For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:
More informationHenley Business School Henley Executive MBA For students entering from 2011 onwards
Henley Business School Henley Executive MBA For students entering from 2011 onwards Awarding Institution: The University of Reading Teaching Institution: Henley Business School at the University of Reading
More informationInterim Reporting Template
Interim Reporting Template Project Name Re-Engineering Assessment Practices [REAP] in Higher Education, University of Strathclyde. Report compiled by With contributions from David Nicol and Catherine Owen
More informationCourse Specification MSc International Tourism and Hospitality Management
LEEDS BECKETT UNIVERSITY Course Specification MSc International Tourism and Hospitality Management 2016-17 (MITHM) Our courses undergo a process of review periodically, in addition to annual review and
More informationProgramme Specification 2015/16
Programme Specification 2015/16 1. Awarding body University of Surrey 2. Teaching institution (if different) N/A 3. Final award BSc (Hons) 4. Programme title/route/pathway International Events Management
More informationONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE
ONE YEAR COURSES FASHION IMAGE & STYLING INTENSIVE undergraduate programmes one year course fashion image & styling intensive 02 Brief descriptive summary Over the past 80 years Istituto Marangoni has
More informationHND degree top-up students perceptions of their experience at the University of Worcester: how can future students experiences be improved?
HND degree top-up students perceptions of their experience at the University of Worcester: how can future students experiences be improved? Lerverne Barber and Dr Nick Breeze University of Worcester (l.barber@worc.ac.uk
More informationMeasuring the response of students to assessment: the Assessment Experience Questionnaire
11 th Improving Student Learning Symposium, 2003 Measuring the response of students to assessment: the Assessment Experience Questionnaire Graham Gibbs and Claire Simpson, Open University Abstract A review
More informationProgramme Specification and Curriculum Map for BSc Honours Network Management and Security
Programme Specification and Curriculum Map for BSc Honours Network Management and Security 1. Programme title BSc Honours Network Management and Security 2. Awarding institution Middlesex University 3.
More information